Empirical Research on the Teaching of General Education Courses in British andAmerican Drama from the Perspective of Knowledge Graphs

Empirical Research on the Teaching of General Education Courses in British andAmerican Drama from the Perspective of Knowledge Graphs

SU Feng¹, ZOU Yanghang¹, CONG Chengtao², ZHAO Zixuan¹, JI Shifeng¹, WANG Weiyue¹, QU Wenjun¹, XIAO Leling¹

(1.Beijing Normal University, Beijing 100875;2. Nan Tong Primary School of Shenzhen Nan Shan Experimental Education Group, Shenzhen Guangdong 518052)

[Abstract]: This study focuses on the application of knowledge graphs in the teaching practice ofBritish and American drama general education courses. Based on the "Analysis and Practice of Britishand American Drama" course, it explores the application methods and practical effects of knowledgegraphs in the teaching of British and American drama general education courses. The research adoptsmethods such as questionnaire surveys, interviews, pre- and post-tests, and inter-school comparisons,and conducts analysis from aspects such as the learning situation basis, the intention of digitalempowerment in teaching, and the implementation effect of the course. The results show that theimplementation of the course from the perspective of knowledge graphs helps to improve students'learning efficiency, promotes the structuring of knowledge, and has a positive effect on thedevelopment of comprehensive abilities such as creative ability, critical thinking, and strategyapplication. The study concludes that the knowledge graph approach is highly compatible with the teaching of British and American drama courses and can provide suggestions and references for thedigital reform of related aesthetic general education courses.

[Key Words]: British and American drama; General education courses; Teaching and research reform;Digital empowerment of teaching

[原文下載][Download PDF]